From Institutional Design to Everyday Practice: Mobilization in an Aesthetic Education Assistance Project in Rural China
Abstract
In recent years, China has invested substantial resources in promoting educational equity and expanding access to aesthetic education. However, limited research has examined how the diverse interests of multiple actors in educational assistance projects are translated into effective mobilization mechanisms. This study adopts the framework of Actor-Network Theory to analyze a case of aesthetic education assistance in northern Guangdong Province, exploring how the demands of different stakeholders are negotiated and transformed into mobilization strategies. This study is based on semi-structured interviews with 35 participants, including college student volunteers, local teachers, students, parents, and college teachers. The findings show that different actors hold different interests in the project, but these differences are not coordinated through formal mechanisms. Project implementation does not mainly rely on institutional design. Instead, it is gradually adjusted through classroom teaching and everyday collaboration. Mobilization strategies are mostly developed during practice rather than being fully planned at the beginning of the project. This research deepens the understanding of mobilization mechanisms in educational assistance initiatives and provides practical insights for improving aesthetic education policies and practices in underdeveloped areas.
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References
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